Reading Comprehension of an Inferential Text by Deaf Students with Cochlear Implants Using Cued Speech

Autor/inn/en	Torres, Santiago; Rodriguez, Jose-Miguel; Garcia-Orza, Javier; Calleja, Marina
Titel	Reading Comprehension of an Inferential Text by Deaf Students with Cochlear Implants Using Cued Speech
Quelle	In: Volta Review, 108 (2008) 1, S.37-59 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-8639
Schlagwörter	Reading Comprehension; Cued Speech; Deafness; Assistive Technology; Children + Suchen Sie Ihr Suchwort? Leseverstehen; Gehörlosigkeit; Taubstummheit; Child; Kind; Kinder
Abstract	The aim of this study was to explore the ability of children who are profoundly deaf to reach high levels of reading proficiency on an inferential reading task. In an experimental narrative reading task, four children with prelingual hearing loss who used cued speech (MOC group) were compared with 58 students with typical hearing: 30 peers at the same chronologic age and 28 students at the same reading level. The MOC group performed similarly to the reading level group. Cued speech, used jointly with a cochlear implant, seems to provide students who are deaf or hard of hearing with an additional support that helps them achieve high performance levels in reading comprehension. (As Provided).
Anmerkungen	Alexander Graham Bell Association for the Deaf and Hard of Hearing. 3417 Volta Place NW, Washington, DC 20007. Tel: 202-337-5220; Fax: 202-337-8314; e-mail: periodicals@agbell.org; Web site: http://www.agbell.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10